12 teaching curriculum In 2006, the GCSE science curriculum received a big shake up. Siân Harris investigates Single, Double and Triple Science, along with International GCSEs, examining what the diverse options mean for schools.

spoilt for choice S a b L e m

C h Science

l sto teaching – exciting stuff! OP, Bri I OP,

e&t education Spring 2010 www.theiet.org/ete 13 ‘We probably owe it to pupils to offer the widest range of options possible. Some will want to do more science just as some will want to do more languages or hairdressing.’ Mark Ellis, Triple Science Support programme, LSN

In the days of the old O Levels and GCEs, school pupils generally chose just one or two science subjects. Their choices were strongly biased by gender too; physics was favoured by boys while girls tended to opt for biology. When GCSEs were introduced in the mid-1980s, there was a move towards a more ‘broad and balanced’ science curriculum. The National Curriculum, when it came in a few years later, took this aim further by requiring all pupils to do some components of physics, chemistry and biology until the age of 16. This goal came with a challenge though: in the O Level model, 10 per cent of curriculum time was allocated to each subject. If every pupil did the three sciences separately that would occupy 30 per cent of their time, which, along with the demands of other compulsory subjects, would leave very little time to study anything else. The solution was the idea of Single or Double Science options, taking 10 or 20 per cent of the curriculum time respec- Visits to Bristol ChemLabS, at the University of Bristol... tively. The idea was that this would give all students as ‘Triple Science GCSEs ’. Ellis, programme manager for sciences to A Level and beyond. grounding in all the sciences This is not simply a recogni- the Triple Science Support However, the requirement for without restricting their other tion that some schools still offer programme at LSN. studying any of the science GCSE options too much. these courses; rather it is a shift The core science GCSE aims A Levels is to have done Double This approach received in emphasis. It is now a to provide the scientific knowl- Science, not necessarily the widespread acceptance non-statutory entitlement that edge that citizens should know individual GCSE in that science. throughout the state education all Four pupils that to understand, for example, So do Triple Science GCSEs sector. But there was a fly in the attained Level 6 or above in Key their electricity bill or news offer any advantages in ointment: schools did not have to Stage 3 science have the option reports about scientific studies. preparing for science A Levels? switch to the combined science to do Triple Science GCSEs. And As Charles Tracy, head of educa- IOP’s Tracy believes that the options, and the exam boards in February 2009 Prime Minister tion, pre-19 for the Institute of answer is not straightforward. continued to offer separate Gordon Brown announced a Physics (IOP), explains: “The “Pupils have more time for the science GCSEs. As a conse- national ambition that, within hope is that anyone hearing a individual sciences so they are quence, many independent five years, Triple Science GCSEs news story about a new nuclear presumably more likely to pick schools, which are outside the would be offered in 90 per cent of power station or the results of physics, for example, and if National Curriculum and were schools. Since 2007, the govern- clinical trials would be able to Triple Science GCSEs are therefore not obliged to teach all ment has also contracted the understand the story and the encouraging progression to three sciences to all pupils, charity LSN to run a Triple way that scientists arrived at science A levels that’s what we continued to offer separate Science Support Programme to their conclusions.” like to see,” he points out. GCSEs in physics, chemistry support this change. The additional science GCSE “However, the AS and A level and biology. modules add in the key ideas and courses are based on the In 2006, three decades on from PERSONALISED SCIENCE theories needed for people to assumption that people have the start of the first GCSE Much of the new approach to take science further. Triple done core and additional so courses, the 14-16 curriculum GCSEs stems from the idea of Science then adds approxi- there is no reason why it should received a major overhaul. The personalisation and choice. “We mately a third more content in be harder.” Single and Double Science probably owe it to pupils to offer each of the three sciences. Tracy strongly believes that options have remained, evolving the widest range of options Double Science should remain a into two new GCSEs: core and possible. Some will want to do TAKING IT FURTHER recognised route to A level. additional science. However, the more science just as some will One of the goals of promoting “Pupils shouldn’t have to make a separate sciences are now a key want to do more languages or Triple Science GCSEs is to raise decision about their future part of the GCSE plan again too, hairdressing,” observes Mark numbers carrying on with the direction at 14. It’s right that E

www.theiet.org/ete Spring 2010 e&t education 14 teaching curriculum ‘Pupils shouldn’t have to make a decision about their future direction at 14. It’s right that they should be able to keep breadth at GCSE’ Charles Tracy, Institute of Physics

F they should be able to keep THE TIMETABLE work for Triple Science outside of science at the school breadth at GCSE.” CHALLENGE of the GCSE curriculum time, explains, following streaming in What’s more, some schools do Offering Triple Science poses a either by starting the work in year nine, around two-thirds of not do Triple Science GCSEs so range of challenges. One of year nine or by using after- the students start on the Triple it is important that pupils at these is timetabling. To do school or lunchtime sessions. Science course. They are then such schools are still able to opt Triple Science in three option “All students routinely take reassessed in year 10 and those for science A levels. blocks would require 30 per cent the three separate sciences. that are struggling – usually Nonetheless, many teachers of pupils’ time, but this restricts They do these in 20 per cent about a quarter of those that feel that having the extra science their other options so some curriculum time. This is quite a start the course – switch to the in Triple Science GCSE gives schools opt to teach it in less squeeze. We reduce the pressure Double Science option so that pupils more confidence and curriculum time. by starting the courses in year they can go at a slower pace. interest in science if they are “An issue that often comes up nine,” says Tony Baker of The remaining third of the carrying it on to A level. is that Triple Science is taught Chesham High students in each year group, “We have a large number of in 20 per cent of the time so School. those who achieved level 5 or students joining from other teachers don’t have time to “Most of the students really below in Key Stage Three, do the schools into our sixth form and really teach it. This has a poten- thrive on taking the Triple OCR Science National qualifica- many have done double tial impact on the grades,” Science course because of the tion but they all spend 20 per science,” commented Tony observes Tracy of IOP. challenge in the extension work. cent of their time doing science. Baker, head of physics and “Doing it in the time for two If we find that students are In Bedminster Down School, a former head of science at GCSEs is not my preferred really struggling with all three specialist technology college in Chesham High School, a solution,” adds Ellis of LSN. sciences, we ‘roll back’ to double Bristol, everybody does the core grammar school in “However, it depends on the in year 11; about five did this science GCSE and they can then Buckinghamshire. “The inten- ability of the students and the last year.” take the additional science tion is that double science is the skill of the teachers. If they There is a similar approach to GCSE or a BTEC in science as basis for A level, and some do manage their time brilliantly, teaching Triple Science at part of their options. According very well. However, the extra it can work.” Howard of Effingham School, a to Claire Hobbs, line manager practice in the triple option is One way around the shortage specialist science college in for science at the school, Double helpful.” of time is to do some of the extra Surrey. As Andy Laver, director Science GCSE is a very popular

... allows school pupils to gain first hand experience of university chemistry...

e&t education Spring 2010 www.theiet.org/ete 15

option. The school also offers Triple Science to its top science ... and the chance to do experiments that no school could offer set, about 20-30 pupils per year, within two option blocks. For these pupils, the core curric- ulum is condensed and they have extra teaching during lunchtime sessions. This approach comes with the obvious challenge of the willingness of staff to give up lunchtimes, but Hobbs believes that it helps to ensure that the right pupils take the different courses. “It is very complicated for the head of science to keep track of it all, but when they are on the right pathway pupils thrive,” she says. In Clifton High School, an in Bristol, the three sciences are taught separately, regardless of which GCSE options pupils take. Most take either Double or Triple Science in their options and about half choose to do the Triple Science course. “We try to avoid them just doing core remit to support neighbouring provides support for teachers system with, for example, science,” says head of science schools as part of this status. and has a network of about different modules and pieces of Sue Archer. “We like them to do Further education institutions 600 chemistry teachers across coursework, the more careful Triple Science and they choose could also help their partner the south of England. you have to be.” it as an option so they have the schools. In some areas there are Bristol ChemLabS is also He explains that the specifica- time to do it. We have had to partnerships between state working with the LSN to create a tions from the awarding bodies fight a bit for the curriculum schools and independent schools festival for Key Stage Four are sometimes not consistent time for this.” or with local companies too. science teachers, with lectures with the criteria set by the Another group with a vested and practical demonstrations. QCDA, and sometimes the HELPFUL PARTNERSHIPS interest in helping secondary “Some science teachers are exams are not consistent with Timetabling and meeting the schools is higher education. One being expected to teach other the specifications. He also says varying needs and interests of example that LSN is working disciplines,” Harrison points that latitude in the marking different pupils are not the only closely with is the chemistry out. “If you are a biologist you schemes means that scientifi- challenges either. Lack of department at the University of will know what’s going on with cally-inaccurate answers are specialist teachers can also be a Bristol. Bristol ChemLabS was human cloning but might not be sometimes accepted. concern for schools as they try set up in 2005 with the help of so well informed on the Large He believes that there are still to meet the new non-statutory money from HEFCE to make use Hadron Collider, for example.” some issues to be addressed with entitlements for GCSE science. of the well-resourced teaching Such activities can help the new core and additional The Triple Science Support labs when they weren’t being schools to offer the range of science GCSEs. “In some cases, Programme has been investi- used by chemistry undergradu- science GCSEs. However, there there are too many multiple gating some ways to help with ates. It employs an experienced are some concerns about the choice questions. There have this. One way is through its chemistry teacher as a teaching courses themselves. Richard been some examples where coaching programme to help fellow in the department, and Pike, CEO of the Royal Society papers have no mathematical teachers with the additional school pupils regularly visit to of Chemistry (RSC), has been basis. Some even have no work for Triple Science GCSEs gain first-hand experience of involved in looking at how science,” he points out. and to help them coach their university chemistry and the science GCSEs have been imple- “The awarding bodies are colleagues. “If you are the only chance to use equipment and do mented since the 2006 reforms competing against each other so physics teacher in a department, experiments that no school and he has concerns about a lack they don’t want to make it too you will be doing coaching could offer. of regulation in the system. hard,” he observes. “We need anyway,” Ellis of LSN observes. “It makes the whole process “On paper, the way that much better regulation and Partnerships can also help. between schools and university science has been developing is transparency so public can see These might be off the back of more joined up,” explains good but the way that it has been what they are getting.” successful partnerships set up to teaching fellow Tim Harrison. implemented and the regulation This issue is a concern for offer the new diplomas. They Some school pupils travel from of the overall process is weak,” Ofqual too. “The results of our could be based around specialist two hours away to spend a day at he comments. “The more choice monitoring of the new GCSE science schools, which have a Bristol ChemLabS. It also and complexity you put into the science specifications in 2007 E

www.theiet.org/ete Spring 2010 e&t education 16 teaching curriculum ‘We didn’t feel that the new GCSEs would stretch our boys enough and we were getting fed up with prescribed coursework and practicals’ Karl Frearson, Eton College

F and 2008 raised significant away some of the spark and different types of courses for the next set of criteria, causes for concern,” says the excitement. We try to stop it prevented students from which will be implemented from regulator in a statement on its seeming like we are only doing it switching if they realised they 2011. website. As a result, Ofqual to get a GCSE grade,” he says. had made the wrong option For Tracy of IOP it is too soon asked awarding bodies to Frearson has been very choices. She also says that the to make changes. “We haven’t improve the quality of questions pleased by the response to IGCSE exams were hard to really seen enough of how the in the exams, to stretch and IGCSEs in science. “We have timetable. “Each student had 2006 criteria are going yet,” he challenge all students, tighten more boys choosing sciences nine exams and they mostly argues. “The indications are marking criteria and work to now; 70 per cent of pupils clashed with other subjects. that the 2006 criteria have been improve the quality of objective choose to do all three sciences,” Five IGCSE science students very successful. For example, tests. he says. “I think pupils enjoy the had to be supervised overnight there has been a In addition, it asked the detail and are more engaged as their exam hours ran over,” 10 per cent increase in AS awarding bodies to reduce the with it.” He adds that, at the she says. physics numbers. To make number of options available to time of the switch to IGCSEs, Archer also had problems changes so soon would be ill candidates where possible the independent schools with lack of support and poor advised.” within the specifications. consulted with universities administration of the IGCSEs. Whether science GCSEs and he says that they were happy In one instance, she was not remain much as they are or INTERNATIONAL OPTIONS to accept these qualifications. alerted to a change in the undergo another major rethink, Meanwhile, in the independent The grades in IGCSEs are specification, which meant one thing is sure: there will be school sector the issue is intended to be comparable to that students could not prepare plenty of debate about their complicated further. At the same those in GCSEs. fully for their exams. “With future for many years to come. L time as GCSEs were launched, However, there are some the GCSEs we have contact another qualification was born – issues about some independent with a subject advisor and the the international GCSE, or schools offering different quali- opportunity to meet other local IGCSE. Similar in character to fications from state schools. “I teachers at standardisation the old O Levels, these have a real concern about meetings etc. With IGCSE I qualifications were developed independent schools doing felt a bit isolated as a teacher,” to satisfy schools in other IGCSEs,” comments Pike of the she says. countries, particularly within RSC. “It makes it no longer a Another concern was stand- the Commonwealth, that wanted level playing field.” ardisation in the marking. to offer a UK-style education but The IGCSE option can have its In the IGCSEs taken at this were not happy with the new own disadvantages too. Clifton school, pupils with similar GCSEs. High School in Bristol switched aptitudes in all three sciences IGCSEs are not part of the to IGCSEs for the separate ended up scoring more highly in National Curriculum so are not sciences at the same time as biology than in chemistry and offered in British state schools. many of its fellow independent physics. However, since the 2006 GCSE schools. However, it has since reforms, some schools in the reverted back to GCSEs. WHAT’S NEXT independent sector have turned “For me the decision was This is not the end of the story to these as an alternative. easy,” explains head of science for science GCSEs. Although the Eton College in Windsor was Sue Archer. “We are a small latest reforms have only one of the independent schools school and we had effectively recently come in, that switched to IGCSEs at that split science by attempting to consultations have time. “We didn’t feel that the run the core and additional already started new GCSEs would stretch our GCSE course for students not boys enough and we were getting wanting to take separate fed up with prescribed course- science, but the IGCSE for the work and practicals,” explains Triple Science.” Karl Frearson, head of science Archer says that there were at the school. many positive aspects of “We felt that the new GCSE IGCSEs. Firstly, she says, the syllabuses had prescribed how course was excellent. science should be used. IGCSEs “The IGCSE is, to my are very content-driven. We mind, definitely more liked the idea that pupils learn academically rigorous. the science and think for So far, our best students themselves more about its uses.” are not particularly He also believes that IGCSEs challenged by the GCSE enable teachers to be more course and can’t wait to flexible, especially in practical move on to AS level.” In work, and that they move away addition, the text books are from the pressures of continual good, there is a huge amount of assessment. “If students are resources online, and IGCSEs always asking what the criteria are highly regarded. is to get a good mark, it takes However, running two very

e&t education Spring 2010 www.theiet.org/ete